Would learning your third language be easier?

📈 Also, does each language you learn become easier than the last?

One school morning, I greeted a student’s grandfather who volunteers as a crossing guard. “My granddaughter will finally be in your class next year!” he said. “Right now, she is at Eiken level Pre-2.”

It’s rare that I learn of a Japanese 9-year-old, especially one not enrolled in an international or private school, who has pre-intermediate proficiency in all four language skills in English. “That’s amazing!,” I commented, stating exactly that. He responded with, “Well, it’s her third language, so it’s easy to learn.”

“Is it?” I thought. Japanese, my third language, is not something I would describe as a walk in the park. While I knew it was a misconception, it bothered me to a point that I had to email a language researcher about it! That being said, this post feels lengthier than usual, so if you want the concise version, please scroll down to the TL; DR! 😄

🌟Is it truly easier when you learn your third language?

According to the Cumulative Enhancement Model (CEM), learning multiple languages can improve the learning of new languages. The research by Flynn et al.¹ suggests that learning a new language does not impede the learning of other languages, implying that the second language plays a role in using a third language.

To provide a clearer demonstration of how learning multiple languages can support the learning of new ones, let’s enhance the analogy with music instruments.

Imagine you have learned to play two distinct musical instruments, such as the piano and the guitar. You have mastered the unique techniques, intricacies and styles of each instrument. If you choose to learn a third instrument like the violin, your background in piano and guitar will give you a solid foundation in music theory, rhythm, and coordination. As a result, the skills and knowledge you gain from playing the piano and the guitar can help you grasp certain aspects of playing the violin, like musical notation and fingering techniques.

Similar to how knowing multiple instruments aids in learning a new one, knowing multiple languages can improve your language learning skills.

🤔 But what does this really mean?

Although the CEM suggests that previous language proficiency can help learn a third language, it would be oversimplified to think that knowing two languages automatically leads to effortless acquisition of a third. Similarly, simply learning a new musical instrument through structured practice and guidance doesn't ensure mastery, even if you're already proficient in playing two other instruments.

🍼🍺 “Ease” of language learning in children versus adults

Third Language Learning in Adults

Influence of Previously Acquired Languages: The CEM proposes that previous language experience can be used in learning new languages for adults. The model suggests that the first language (L1) is not given special importance in later language acquisition, and the most recently learned language may influence the next language learned to some degree.

Role of Simultaneous Acquisition: The influence of the second language (L2) on adults’ acquisition of a third language (L3) may vary depending on whether the L2 and L3 are acquired simultaneously or sequentially. The specific knowledge underlying language A appears to be more fully available to the acquisition of language B when A and B are sequential.

Cross-Linguistic Influence: The CEM points out how adults’ previous language knowledge can impact the acquisition of a third language, highlighting cross-linguistic influence. It implies that all languages one knows can potentially shape future learning, and previous languages don’t hinder L3 acquisition.

Third Language Learning in Children:

Influence of Simultaneous Acquisition: The findings with children suggest that when L2 and L3 are gained at the same time or nearly the same time, the acquisition of L3 is like that of L1 or L2 for speakers who do not have a right-branching language background². This suggests that when the L2 is still ‘in progress’, its influence on L3 acquisition is not the same as when L2 and L3 are sequential.

Need for Further Study: Empirical studies are necessary to explore language acquisition in children and determine if the same patterns apply to adults learning two languages at the same time or nearly the same time

📚Factors that influence how easy it is to learn more languages

Various considerations can affect the ease of learning a third language compared to a second language. Individual differences, linguistic backgrounds, language exposure, and the specific linguistic features of the languages are all contributing factors.

Individual Differences: These are the distinct qualities and attributes that individuals have, like their cognitive abilities, learning styles, motivation, and past language learning experiences. Certain people may excel in language learning effortlessly, whereas others may find it challenging because of differences in cognitive processing.

Linguistic Backgrounds: Describes a person’s linguistic background, encompassing their native language(s), proficiency in other languages, and exposure to diverse linguistic structures. Individuals who come from multilingual backgrounds may find it simpler to learn other languages as they are already familiar with various language systems.

Exposure to the Language: The extent and quality of language exposure are influenced by immersion, formal instruction, media consumption, and interactions with native speakers. For example, those who have frequent interactions with native speakers of a third language may find it easier to learn compared to those with limited exposure.

Specific Linguistic Features of the Languages Involved: Pertains to the structural aspects, phonetics, grammar, and vocabulary of the languages being studied. When learning a third language, having similarities with the learner’s native or second language can make the acquisition process smoother. Conversely, languages with significantly different linguistic features can be more challenging to learn.

✨TL; DR: Takeaways as a third language learner

• The Cumulative Enhancement Model (CEM) suggests that sequential language learning may allow learners to draw upon the experience in any prior language in subsequent language acquisition. This cumulative enhancement can potentially facilitate the development of subsequent languages.

• The influence of previously acquired languages, simultaneous acquisition, and cross-linguistic influence play roles in third language acquisition for adults. Depending on what you learn, your L2 may be tapped into more than your L1, as you learn your L3.

• For children, simultaneous acquisition of L2 and L3 may affect L3 acquisition differently based on whether L2 and L3 are gained at the same time or sequentially. when L2 and L3 are gained at the same time or nearly the same time, the acquisition of L3 is like that of L1 or L2

• Learning multiple languages can improve the learning of new languages, but it doesn’t guarantee effortless acquisition of a third language. Previous language proficiency does help in learning a third language for adults, but it’s not an automatic process.

• Individual differences, linguistic backgrounds, exposure to the language, and specific linguistic features of the languages involved are factors that influence how easy it is to learn a third language.

• Regardless of how many languages one already speaks, each new language presents its own set of hurdles that must be overcome through consistent effort and commitment to language learning.

Questions to multilinguals: What has been the hardest language you had to learn? Why? How do you think your second language has helped you with it?

1. Flynn, S., Foley, C., & Vinnitskaya, I. (2004). The Cumulative-Enhancement Model for Language Acquisition: Comparing Adults' and Children's Patterns of Development in First, Second and Third Language Acquisition of Relative Clauses. International Journal of Multilingualism, 1. https://doi.org/10.1080/14790710408668175

2. A right-branching language is a linguistic term used to describe a language in which the head of a phrase precedes its complements or modifiers. In a right-branching language (English or Swedish), the main element (the head) comes before its dependent elements. This is in contrast to a left-branching language (Japanese, Chinese, Korean and most Indian languages), where the head comes after its dependents.